Students analyze paragraph structure by labeling topic, supporting, and concluding sentences and by identifying two sentences that "don't quite fit," explaining why they are out of place and proposing replacements. Students use endnotes and bibliography entries to match quotations to sources (Questions #1–#3) and answer whether the sources cited seem valid and reliable (Question #4). Students make a two-column pros-and-cons list about John Adams as a suitor, weighing positive and negative attributes.

Students are asked to state an argument about what Paul Revere's engraving suggests and support that argument with 2–3 specific examples, requiring them to select evidence from the primary source (Activity 2, Option 1). In Option 2 of Activity 2, students must use John Adams's diary entry and the Abigail Adams reading as sources to compose a first-person account, which requires gathering and using textual evidence. The Option 2 passive-voice task also asks students to choose passive clauses from the reading and explain the author's choice, prompting some analysis of author intent and textual choices.

Students read Abigail and John Adams' letters and complete Activity 1 Option 1 in which they compare their own reading of a letter with the biography author's use of that letter (questions ask how much was quoted, what point the author was making, and what the letter illuminates). In Activity 1 Option 2 students answer historian-analysis categories (author, purpose/audience, content, context, bias, and connections) that prompt evaluation of a source's relevance and perspective. The Parent Plan skill statement directs students to "utilize elements that demonstrate the reliability and validity of the sources" and explain why one source is more useful and relevant than another, and the Wrapping Up discussion asks students how to be sure an author is using a primary source thoughtfully.

Students are asked to identify Abigail Adams's argument for educating women in Question #2, requiring them to delineate a specific claim from the text. The Parent Plan lists a skill to "Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept," which directs students to examine how sentences develop a claim.

Students complete a Paragraph Analysis section on the unit test that asks them to identify Abigail Adams's stance on education for girls and to analyze the role of a specific sentence ("Remember the Ladies...") as supporting evidence. The study guide and activities review the parts of a well-written paragraph (topic sentence, supporting sentences, concluding observation), which orients students to identify claims and supporting details. The project requires students to quote at least one primary source in their scripts, prompting students to locate and use evidence to support historical claims.

Students read Chapter 2 and answer text-based questions that require citing events (e.g., why the pigs did most of the teaching; what happened to cause the rebellion). In Option 1 students must list specific examples from the novel to support assertions about each character's leadership strengths and weaknesses. In Option 2 students compare the Seven Commandments to the Bill of Rights and answer evaluative questions (e.g., which document places more restrictions, whether the Commandments might fail), requiring them to give reasons for their conclusions.

The reading question "How did the pigs justify having the milk and apples?" asks students to identify the pigs' specific claim and the reasons given for it. Activity 1 directs students to compare farm work before and after the rebellion and to "use specific examples from the text to support your points," requiring students to cite textual evidence. The included business-letter example advocates for legislation, exposing students to a model of persuasive claim-making in a formal text.

Students are asked to identify the roles of Russian Revolution figures and "Connection to 'Animal Farm'" and to provide "Specific evidence that leads to that connection," requiring them to make claims and cite supporting evidence. Reading questions and discussion prompts ask students to explain how Snowball and Napoleon differ and to state what Orwell is "trying to say about the leaders," which asks students to identify authorial claims. The activity to create a timeline and make connections asks students to gather historical evidence and link it to literary representations.

Students read Chapter 7 and answer comprehension questions that require identifying causes and events (e.g., why animals wanted to hide the food shortage, why hens protested, why animals were killed). Question #4 asks students to evaluate competing explanations — whether Snowball actually visited or Napoleon fabricated/exaggerated the visits to distract animals and inspire loyalty. Activity 1 has students write persuasive advice from Napoleon's perspective and instructs them to use examples and appeals to emotion or logic, which practices constructing claims and supporting them.

Question #2 asks students to evaluate how often claims about the farm are backed up with credible evidence and to consider reasons behind possible misinformation, prompting students to judge evidence relevance and truthfulness. Question #1 requires students to identify methods (protection, titles, speeches, poems, attribution of good things) used to reinforce Napoleon's leadership, which asks students to note specific claims and persuasion techniques. The Parent Plan discussion prompts explicitly ask about misinformation and how Napoleon maintains power (with misinformation and intimidation), reinforcing attention to misleading or irrelevant evidence.

Students are asked to identify a theme and "provide evidence from the text to support that argument," and Activity 2 requires students to list at least two incidents from the novel that illustrate each provided theme. The instructions state that when students make an argument about theme they must both "show" and "tell" and "show the audience specific evidence that led you to that conclusion." Student activity pages prompt students to explain how incidents connect to the chosen theme and to write 1–2 sentences describing the theme based on plotted evidence.

Students are asked to support their letter claims with examples from Animal Farm (Sample Outline lists specific examples of Napoleon's actions) and the rubric evaluates "use of appropriate evidence." The revision checklist prompts students to ask, "Is that main idea well-supported by evidence?" and "Are there other examples I could add that might strengthen my argument?" The skills list explicitly includes "Cite the textual evidence that most strongly supports an analysis" and "Analyze and evaluate themes and central ideas in literature."

Students are asked to evaluate specific web pages for being current, credible, understandable, and accurate and to explain whether each would be appropriate for a formal research paper (Activity 2 questions). The Parent Plan lists skills that students will practice, including distinguishing among facts, reasoned judgment based on research findings, and speculation, and explaining why one source is more useful and relevant than another. The lesson gives concrete prompts (e.g., identify clues that authors are credible, identify questionable accuracy, decide if a .gov site is appropriate) and tips about ignoring sponsored/advertisement links.

The Parent Plan skills and lesson directions ask students to "develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples" and to include page numbers for specific information. Students are guided to write a clear thesis and to support two points with specific details or examples drawn from the book using the Planning and Organization organizer. The comprehension questions require students to explain significance and causal sequences (e.g., the significance of Bohr's news and the sequence from Szilard's alarm to presidential action), linking claims to consequences.

Students are asked to "determine the central ideas or conclusions of a text; provide an accurate summary" in the skills list, and reading questions require summarizing key points (e.g., the twin paradox and how Einstein's ideas were tested). The comparison/contrast activity requires students to support each point with "specific details and examples," craft a thesis, and state a conclusion or verdict based on those points. The planning/organization pages prompt students to list points of comparison/contrast and provide details/examples for each point, and the book-option instructs students to use examples from the text (with page numbers) when appropriate.

Students practice summarizing and determining central ideas by writing a summary of Chapter 36 and answering comprehension questions about redshift, Cepheid stars, and white dwarfs. Students complete a "Understanding Plagiarism" classification activity where they mark statements as common knowledge, give credit and quote, or give credit (CK, GCQ, GC) and must explain their answers. The Parent Plan lists a skill for students to "distinguish among facts, reasoned judgment based on research findings, and speculation in a text," which aligns with parts of evaluating claims.

Students examine a student model by underlining the thesis, double-underlining topic sentences, and noting whether the author uses quotations or paraphrase and what problem and solutions the paper examines (Activity 1). The unit requires students to gather and record multiple sources (at least three, including the textbook), record page numbers/URLs, and assess source credibility and accuracy as part of their research (Skills list; Activity 5). The rubric and activities ask students to cite textual evidence, distinguish among facts, reasoned judgment, and speculation, and to use statistics, quotations, or explanations from outside sources to support points (Skills list; Activity 9).

Students are asked to watch a linguistic-profiling video and answer questions about how people make judgments based on the way someone sounds and how the video shows formation of stereotypes. Students are asked to evaluate Mark Twain's use of authentic dialect (e.g., "is he promoting stereotypes?" and "should Twain have avoided using dialect...?") and to consider the motives and social effects of dialect in media. The Parent Plan skills list also asks students to "analyze the purpose of information presented in diverse media and formats" and to "evaluate the motives" behind presentations, which directs students to assess claims in media sources.

Students read Chapters 16–18 and answer analytical questions (e.g., explaining how Huck convinces men not to search the raft and interpreting Huck's moral response), which requires them to identify claims and supporting details in the text. Students are instructed to "provide the reader with support for or evidence of your information" when comparing and contrasting Huck and Jim and to include text-based quotes or events as evidence. The compare/contrast writing task and Venn diagram require students to collect evidence from the novel and use it to support explicit claims about similarities and differences.

Students read a student persuasive essay and answer directed questions that identify how the writer begins the essay, the thesis statement, whether reasons are included with the thesis, the three supporting reasons, and one type of evidence provided for each reason. Students complete activities that have them label evidence types (examples, statistics, personal experiences, facts, quotations) and practice producing sentences that use reasoning, emotional appeals, explanations, and problem/solution structures. Students also brainstorm an opposing thesis and reasons in Option 2, which requires them to outline alternative claims and supporting evidence.

Students read the CBS News article "Editing the Novel" and are asked "Are you convinced…? What persuaded you in that direction?," which prompts them to consider the article's argument. Students are instructed to write a persuasive paragraph with a thesis and two reasons and to "use a combination of types of evidence to support your reasons," and to plan their evidence on a Persuasion Map. The lesson also asks students to analyze the opposing side and later to reflect on which of their reasons is stronger and which has the most convincing evidence.

Students are asked to interpret Ernest Hemingway's quote about Huckleberry Finn and to "Explain in 3 or 4 sentences in your journal what Hemingway meant by the quote," which requires them to state and explain a claim. Students listen to two slave narratives, take notes, and "compare and contrast your conclusions to the character of Jim in the novel," which prompts comparison of perspectives and supporting details. The Parent Plan notes that students will "analyze the purpose of information presented in diverse media and formats" and "evaluate the motives" behind presentations, implying some evaluative work with sources.

Students are asked to write a 6-8 sentence persuasive speech encouraging a newly freed slave to settle in Buxton (Activity 4), which requires them to state claims and give supporting reasons. The lesson prompts discussion of the risks and rewards of the Underground Railroad, asking students to weigh whether those risks were worth the potential rewards. Students also read background materials about Buxton and the Underground Railroad that could be used as sources for supporting their claims.

Students read paired passages by George Fitzhugh and Frederick Douglass on the "Slavery: Two Views" page and answer questions comparing the two perspectives. They are asked whether they agree with Fitzhugh and whether Douglass's account is persuasive, and to explain which voice seems more authentic. Students circle vivid adjectives and underline the repeated verb in Douglass's passage to identify rhetorical devices that contribute to persuasiveness.

Students are prompted to give reasons and cite evidence in discussion questions such as "Do you believe the conjurer's act was a flimflam? What evidence supports your opinion?" and the comprehension question asking why the Preacher did not follow through and what that says about him. The parent notes and answer key model citing theatrical tricks (painted eyes, unusual staring, Sammy outwitting him) as evidence to support the claim that the conjurer's act was a flimflam.

Students read text that makes explicit claims about the role of education (e.g., "Denying slaves the opportunity of an education was a part of maintaining control of them") and are given the Frederick Douglass example as supporting evidence. Students are asked to discuss the importance and privilege of education and answer a discussion question about whether the United States provides a good education and why. In Option 2 students read about a secret school and write a scene in which characters explain why they risk so much to receive an education, articulating claims and reasons.

Students read and mark persuasive passages (Activity 3), where they are instructed to highlight thesis statements, label persuasive techniques, and for one paragraph to identify the author's argument, the counterargument presented, and the means of rebuttal. The unit rubric and listed skills require students to differentiate fact from opinion, support claims with logical reasoning and relevant evidence, and anticipate and address counterarguments. In the research activities (Activity 1 and steps 5–7) students read multiple pro- and con- texts on cloning and take source-linked notes so they can assemble and use specific claims and evidence in their essays.

Students are instructed to revise and edit their persuasive essays, with explicit direction to check essay structure, ensure each paragraph has a topic sentence, and verify clear supporting details. The Parent Plan and Skills list tell students to support claims with logical reasoning and relevant evidence, anticipate and address counterarguments, and use words and clauses to clarify relationships among claims, reasons, and evidence. Students are asked to add or omit words, sentences, or phrases during revision and to explain the revisions they made when reviewing with a parent, which requires judging the relevance of content.

The Parent Plan lists multiple skills that ask students to differentiate fact from opinion and to "support arguments with detailed evidence, examples, and reasoning," to "introduce claim(s) [and] acknowledge and distinguish the claim(s) from alternate or opposing claims," and to "support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources." Activity 2 directs students to produce a final persuasive essay, format it, and create a Works Cited page, which requires students to gather and cite sources to support their claims. The skills also require anticipating and addressing counterarguments and using words and phrases to clarify relationships among claims, counterclaims, reasons, and evidence.

Students read a short persuasive essay on human cloning and are directed to identify and underline specific rhetorical and logical fallacies (loaded terms, caricatures, leading questions, false assumptions, incorrect premises) using a color-coding scheme. The parent/skills section explicitly asks students to compare and contrast persuasive texts and to analyze how authors reached conclusions by analyzing the evidence they present and by analyzing the use of rhetorical and logical fallacies. The teacher answer key ties particular sentences in the essay to labels such as "false assumption" and "incorrect premises," which requires students to spot unsound reasoning and problematic claims.

Students read two persuasive essays about human cloning and use the "Arguing the Issue" activity page to record each author's main arguments and to identify logical and rhetorical fallacies. The Parent Plan Skill statement directs students to compare and contrast persuasive texts and to analyze the evidence each author presents. The activity asks students to explain "What do you think was the most compelling part of the author's argument? What would have strengthened the argument?", prompting evaluation of strengths and weaknesses of reasoning and evidence.

Students read Chapters 16–18 and complete an activity comparing the dystopian country of Opium to the United States, answering guided questions about who holds power, what is legal/illegal, and how human rights differ. Students are asked to consider what warning the author is offering and to discuss possible warnings (for example, concerns about cloning or power given to drug lords). The parent/skills notes prompt students to cite textual evidence that supports their analysis and to summarize incidents in the text that reveal author commentary.

Students are asked to explain El Patrón's justification for using Matt to prolong his life (Question #2), requiring them to identify his claim and stated reasons. Questions about Celia's actions (Question #3) and Tam Lin's loyalty (Question #4) prompt students to cite plot details that support or contradict characters' claims. A parent discussion question asks students to compare Tam Lin's claim that clones are no different from humans with Matt's lived experience, prompting students to contrast a claim with evidence from the text.

The lesson explicitly defines the rhetorical fallacy of irrelevant evidence in the "Things to Know" and provides an "Irrelevant Evidence" activity where students read persuasive passages and are instructed to identify/highlight irrelevant evidence. The Student Activity Page requires students to mark irrelevant evidence in two sample passages, write a 5-6 sentence persuasive paragraph that deliberately uses irrelevant evidence, and then read and analyze their paragraph. The lesson also includes discussion prompts that ask students to distinguish between legitimate appeals to emotion (pathos) and manipulative or irrelevant emotional appeals.

Students are instructed to review a PowerPoint that covers the structure of a persuasive essay and recommended persuasive techniques, and they are told to study logical and rhetorical fallacies. The Activities section explicitly lists "Logical and rhetorical fallacies" as a study item and directs students to prepare for a unit test using those materials. The review guidance encourages students to quiz themselves on these topics and create their own practice tests.

Students complete multiple activities that require identifying logical and rhetorical fallacies (the list includes "irrelevant evidence") and matching example statements to fallacy types. Students answer questions about ethos, kairos, pathos, counterarguments, and the structure of a five-paragraph persuasive essay. Students use an "Evaluating My Essay" page to reflect on whether they used fallacies and to reconsider the arguments they used about cloning.

The Parent Plan lists a skill to "cite the textual evidence that most strongly supports an analysis," and students are asked to read Chapters 14–17 and add information to character cards, which requires locating supporting details. The Venn-diagram "Strange Rabbits" activity and follow-up questions ask students to list characteristics from the text and to explain Fiver's explanation for Cowslip's warren, prompting students to use text-based reasons for claims. Discussion prompts ask students to explain comparisons (e.g., Pipkin's "trees in November" metaphor) and to justify why the two groups respond differently to their circumstances.

Students are asked to provide examples of the fruits of Hazel's leadership and to describe the critical moment when Woundwort must choose, prompting them to cite events and character actions (Questions to Discuss). Students update character cards with physical descriptions, traits, important actions, memorable quotes, and reactions of other characters, which requires collecting textual evidence about characters. The discussion prompt asking why Woundwort made his decision asks students to explain motivations using moments from the text.

Students analyze Nazi propaganda posters by identifying the target group, the poster's goal, and what makes the poster effective (colors, fonts, images) in Part A of the Propaganda activity. Students record examples of propaganda from the reading in a structured chart and explain how events like the book burning and speeches functioned to rally citizens. The Parent Plan and Skills sections explicitly direct students to analyze the purpose of information in diverse media and to interpret and evaluate how visual image makers communicate and affect impressions.

Students are asked to discuss whether Max is being selfish and to explain why or why not, prompting them to make and defend a claim about a character's actions. Students are asked whether sharing nightmares had any effect, which asks them to evaluate outcomes and provide reasoning. Students are asked to record examples of propaganda from the text, requiring them to locate and cite textual evidence related to claims or themes.

Students learn and practice identifying common logical fallacies (Slippery Slope, Bandwagon, Genetic Fallacy, Hasty Generalization, Post Hoc, Appeal to Improper Authority) in Activity 1 and on the student pages where they label fallacies in given examples and ads. In Activity 2 (Option 1 and Option 2) students are prompted to identify specific persuasive arguments from historical propaganda, name any logical fallacies present, and explain what emotions the arguments appeal to and why they may have been effective. The answer keys and prompts also note when claims lack evidence (e.g., "There is no real evidence presented") and guide students to explain effectiveness and emotional appeal.

The Parent Plan section explicitly lists the skill to "Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced." Activity 1 directs students to watch two Hitler clips and "take notes on what might people may have found compelling about the way Hitler spoke," and discussion questions ask students to identify aspects of speech and rally that appealed to crowds. The lesson also asks students to record examples of propaganda and to evaluate the effectiveness of tone, style, and language, which engages students in analyzing persuasive techniques and speaker credibility.

Students read nonfiction materials about wartime reporting (a PBS article on news and censorship, a 1943 newsreel, and an Ernie Pyle column) and answer guided questions. The War Journalism activity specifically asks students to identify how newsreel footage is informational versus propagandistic and to evaluate aspects that could be considered propaganda. The Getting Started/Propaganda directions and the Part Seven activity ask students to record examples of propaganda from the reading and to consider the effects of propaganda. The Parent Plan skills explicitly list analyzing purpose, evaluating motives behind presentation, and interpreting how visual image makers communicate and affect impressions.

Students are asked to read Walter Kronkite's essay on censorship, take a side, write reasons in support, provide examples to back up two reasons, and anticipate and refute an opponent's argument. In the propaganda posters activity students analyze posters using prompts that ask how each is propaganda, what emotions it targets, and what logical fallacies they notice. The parent/unit notes also state students will "explore and evaluate argumentative works... recognizing the effects of bias, emotional factors, and/or semantic slanting, comparing the argument and counter-argument presented."

Students read chapters 5–7 and complete a Student Activity Page that asks them to list five things about Boo Radley based on "Hearsay and Gossip" and five things based on "Personal Experience and Reliable Sources." Students are instructed to compare and contrast the two columns and then develop a hypothesis about who Boo really is. The lesson also asks students to consider how the children are gaining information (hearsay vs. fact) and to review the meaning of hearsay.

Students read chapters 10–11 and answer discussion prompts asking them to explain reasons and defend opinions (e.g., "Do you think this is the reason he gave it up? Why do you think he never told the children about his skill?"). Discussion questions ask students to evaluate Atticus's quotation about conscience and to explain whether they agree, and to explain how Atticus justifies calling Mrs. Dubose courageous. These prompts require students to state claims about characters and give reasons.

Students are asked to identify how Atticus sought to discredit Mr. Ewell (Question #4), requiring them to note specific claims and evidence presented in the text (lack of medical attention, Ewell's left-handedness). A discussion prompt asks whether Atticus's calm, methodical affect in court will prove effective, which prompts students to form a judgment about the persuasiveness of his approach. The mob-scene question asks students to evaluate the influence of the children's presence on others, which involves considering cause and effect in social reasoning.

Students read chapters 18–20 and answer direct comprehension questions that identify Mayella's testimony, Tom Robinson's version of events, and Atticus's explanation of Mayella's actions (Questions #1–#4). The student activity pages explain the roles of prosecution, defense, witnesses, and evidence, and students complete exercises labeling courtroom roles and sequencing trial events (Order in the Court; The Trial). A discussion prompt asks whether the jury will believe Atticus and why, which invites students to consider the plausibility of competing versions of events.

Students are prompted to evaluate interpretations in discussion questions such as "Based on what you know of history, do you think Scout's comparison of Hitler's treatment of the Jewish people and the African-American experience…was a good comparison? Why or why not?" and to explain the meaning of the quote "Atticus had used every tool available to free men to save Tom Robinson, but in the secret courts of men's hearts Atticus had no case." Another prompt asks students to analyze Miss Maudie's remark about hypocrisy at the Ladies Missionary Society, which requires students to consider motives and contradictions in characters' statements.

The Parent Plan and rubric explicitly require students to "present claims and findings... with relevant evidence, sound valid reasoning" and to "support judgments through references to the text, other works, other authors, or personal knowledge." The unit test and study guide ask students to select powerful quotations, paraphrase lines, summarize passages, and give three examples from the book that develop a chosen theme, which requires students to find and use textual evidence. The presentation tasks require students to make oral claims about themes, characters, and historical context and to support those claims with slide text and graphics.

Students read Longfellow's "Paul Revere's Ride" and Paul Revere's first-person account and are instructed to mark phrases or lines they find significant. Students complete a Venn diagram comparing the poem and the account, noting differences in content, use of literary language, and details. An optional extension asks students to read an article claiming Longfellow's poem is inaccurate and to consider whether those inaccuracies affect their reading or appreciation.

Students read an excerpt from Poe's essay "The Poetic Principle" and answer the question, "According to Poe, what should poetry focus on?," which asks them to identify an author's claim. Students record at least one line from two different poems that demonstrate that focus, which requires locating textual evidence that supports the claim. Students also condense Poe's definition into a personal definition of poetry in fewer than ten words, which asks them to synthesize the author's central idea.